ERIC Number: EJ1193025
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
EISSN: N/A
Available Date: N/A
Dimensions of Science Promoted in Museum Experiences for Teachers
Journal of Science Teacher Education, v29 n7 p578-599 2018
Science museums are increasingly being recognized as sites for teacher education. In museums, teachers can develop content knowledge, learn new instructional approaches, gain confidence in teaching science, and develop ideas for how to use museum resources in their classrooms. Despite these reported benefits, little is known about the specific dimensions of science typically introduced in museum experiences for teachers. Thus, we examined peer-reviewed accounts of 31 educational experiences for teachers in science, science and technology, and natural history museums to consider the conceptual, procedural, epistemic, and social dimensions of science promoted in these experiences. Although conceptual and procedural dimensions were frequently addressed, social and epistemic dimensions rarely featured. Recommendations for future work to address this gap are discussed.
Descriptors: Science Instruction, Museums, Teacher Education, Epistemology, Faculty Development, Science Teachers, Inquiry
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1238157; 1439819
Author Affiliations: N/A